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Ever try to take a long trip with out a Roadmap? UBD helps keep you on track. Helps plan directions. Prevents unwanted detours.
Road Map for Curriculum Development
Sometimes obscure or counterintuitive To grasp them requires reflection and
persistence Teaching should cause students to learn
new ideas and to challenge familiar ones.
Big Ideas are…
Teaching for understanding means more than designing opportunities to learn It also means teaching in ways that
challenge resistance to new ideas Good ideas are often rejected in favor
of older ideas!
A Balancing Act
Our best hope is not in teaching what we know. It is in designing learning that
confronts students with the limits of their ideas and the promise of new ones.
Teacher Designers
UBD asks us to design activities and assessments that naturally raise questions and new ideas Instead of telling students what we
know, and assuming that they understand
Emphasizing Our Design Skills
At times, being observant and silent is the best way to teach It allows us to listen for weak insights
or misconceptions that may inhibit student understanding
Some teaching habits undercut learning!
The Irony of Teaching
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
Summary of the Experience
The Big PictureKey Design Questions
Design Considerations Filters (Design Criteria)
What the Final Design Accomplishes
Stage 1. What is worthy and requiring of understand?
National standards.State standards.District standards.Regional topic opportunities.Teacher expertise and interest
Enduring ideas.Opportunities for authentic, discipline-based work.Uncoverage.Engaging.
Unit framed around enduring understandings and essential questions.
Stage 2. What is evidence of understanding?
Six facets of understanding.
Continuum of assessment types.
Valid.Reliable.Sufficient.Authentic work.Feasible.Student friendly.
Unit anchored in credible and educationally vital evidence of the desired understandings.
Stage 3. What learning experiences and teaching promote understanding, interest, and excellence?
Research-based repertoire of learning and teaching strategies.
Essential and enabling knowledge and skill.
WHEREWhere is it going?Hook the students.Explore and equip.Rethink and revise.Exhibit and evaluate.
Coherent learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.
Identify Desired Results
____________________________________________________________________________________________________________________________________________
What overarching understandings are
desired?
What are the overarching “essential” questions?
____________________________________________________________________________________________________________________________________________
What will students understand as a result of this unit?
What “essential” and “unit” questions will focus this unit?
________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________
Determine Acceptable Evidence
What evidence will show that students understand ?
____________________________________________________________________________________________________________________
Performance Tasks, Projects
Quizzes, Test, Academic Prompts____________________________________________________________________________________________________________________
Other Evidence (e.g., observations, work sample, dialogues)
____________________________________________________________________________________________________________________
Student Self-Assessment____________________________________________________________________________________________________________________
Plan Learning Experiences & Instruction
Given the targeted understandings, other unit goals, and the assessment evidence identified, what knowledge and skills are needed?
__________________________________________________
___________________
________________________________________________________________________
Students will need to know …
Students will need to be able to …
What teaching and learning experiences will equip students to demonstrate the targeted understandings?
________________________________________________________________________________________________________________________________________________
The WHERE Design Tool
How will you help students know where they are headed and why?
--Major assignments, performance tasks, and the criteria by which the work will be judged.
W
The WHERE Design Tool
How will you hook the student through engaging and thought-provoking experiences? (issues, oddities, problems, and challenges)
H
The WHERE Design Tool
What learning experiences will engage students in exploring the big ideas and essential and unit questions?
What instruction is needed to equip students for the final performances?
E
The WHERE Design Tool
How will you cause students to reflect and rethink to dig deeper into the core ideas?
How will you guide students in revising and refining their work based on feedback and self-assessment?
R
The WHERE Design Tool
How will students exhibit their understanding through final performances and products?
How will you guide them in self-evaluation to identify the strengths and weaknesses in their work and set future goals?
E
The WHERETO Design Tool
How will tailor your instruction to meet the varying readiness, interest and learning profile needs of your students?
What instructional strategies might be used to assist you with this effort?
T
The WHERETO Design Tool
How will the learning experiences be organized to enable the learners to achieve the desired results? What sequence of learning experiences makes sense?
O
